Reference Guide to Writing Across the Curriculum

Joseph Little, Charles Bazerman

Description

This reference guide traces the writing across the curriculum movement from its origins in British secondary education through its flourishing in American higher education and extension to American primary and secondary education.

Sujets

• Disciplines
• Language Arts
• Rhetoric

Informations

• Publié par: Parlor Press, LLC
• Date de parution: 04 juillet 2005
• Nombre de lectures: 0
• EAN13: 9781602353176
• Langue: English

Extrait

Reference Guides to Rhetoric and Composition
Series Editor, Charles Bazerman
The Series provides compact, comprehensive and convenient surveys of what has been learned through research and practice as composition has emerged as an academic discipline over the last half century. Each volume is devoted to a single topic that has been of interest in rhetoric and composition in recent years, to synthesize and make available the sum and parts of what has been learned on that topic. These reference guides are designed to help deepen classroom practice by making available the collective wisdom of the field and will provide the basis for new research. The Series is intended to be of use to teachers at all levels of education, researchers and scholars of writing, graduate students learning about the field, and all who have interest in or responsibility for writing programs and the teaching of writing. 
Parlor Press and The WAC Clearinghouse are collaborating so that these books will be widely available through low-cost print editions and free digital distribution. The publishers and the Series editor are teachers and researchers of writing, committed to the principle that knowledge should freely circulate. We see the opportunities that new technologies have for further democratizing knowledge. And we see that to share the power of writing is to share the means for all to articulate their needs, interest, and learning into the great experiment of literacy.


Reference Guide to Writing Across the Curriculum
Charles Bazerman, Joseph Little, Lisa Bethel, Teri Chavkin, Danielle Fouquette, and Janet Garufis
Parlor Press
West Lafayette, Indiana
www.parlorpress.com
The WAC Clearinghouse
http://wac.colostate.edu/


Parlor Press LLC, West Lafayette, Indiana 47906
© 2005 by Parlor Press and The WAC Clearinghouse
All rights reserved.
Printed in the United States of America
S A N: 2 5 4 - 8 8 7 9
Library of Congress Cataloging-in-Publication Data
Reference guide to writing across the curriculum / Charles Bazerman ... [et al.]. p. cm. -- (Reference guides to rhetoric and composition) Includes bibliographical references and index.
ISBN 1-932559-42-6 (pbk. : alk. paper) -- ISBN 1-932559-43-4 (hardcover : alk. paper) -- ISBN 1-932559-44-2 (Adobe ebook) 1. Language arts--Correlation with content subjects. 2. Interdisciplinary approach in education--History. I. Bazerman, Charles. II. Series.
LB1576.R435 2005
808’.042’071--dc22
                              2005009596
Series logo designed by Karl Stolley.
This book is printed on acid-free paper.
Parlor Press, LLC is an independent publisher of scholarly and trade titles in print and multimedia formats. This book is also available in cloth and Adobe eBook formats from Parlor Press on the World Wide Web at http://www.parlorpress.com. For submission information or to find out about Parlor Press publications, write to Parlor Press, 816 Robinson St., West Lafayette, Indiana, 47906, or e-mail [e-mail].
The WAC Clearinghouse supports teachers of writing across the disciplines. Hosted by Colorado State University’s Composition Program, it brings together four journals, three book series, and resources for teachers who use writing in their courses. This book will also be available free on the Internet at The WAC Clearinghouse ( http://wac.colostate.edu/).


Contents
Preface
Part I. The WAC Movement
1 Introduction to Key Concepts
Literacy and Schooling
Reading and Writing Activities in Schooling
Literacy in the Rhetorical University
Literacy in the Research University
Literacy in High Schools
Academic Literacy
Academic Language Socialization
Literacy and Curriculum
First-Year Writing (or Composition
Writing Across the Curriculum
Writing in the Disciplines
Writing-Intensive or Writing-Emphasis Courses
Writing in the Professions
Writing in Content Areas
Reading
Reading in Content Areas
Writing Using Reading
Intertextuality
Plagiarism
2 History of the WAC Movement
American Roots of Writing Across the Curriculum to 1970
The Influence of British Reforms in the 1960s and 1970s
Workshops, National Organizations and Dissemination
3 Programs in Writing Across the Curriculum
Earliest Programs
Administrative & Institutional Support and Interest (1970–1985) 1
Writing Across the Curriculum in K-12 Education
Part II. Approaches to Theory And Research
4 Research on WAC Teaching and Learning
Writing Across the Curriculum in K-12 Schooling
Primary School
High School
Talk and Writing in Secondary Science
Subject Organization of Secondary Schools as an Obstacle to WAC
Writing Across the Curriculum in Higher Education
Student Goals and Course Goals
Studies of WAC Instructors and Instruction
Studies of Graduate Students
Reading/Writing Connection: Specialized Forms of Reading
5 Writing to Learn
Origins of the Writing to Learn Approach
More Recent Developments
Discipline Specific Approaches
6 Rhetoric of Science, Rhetoric of Inquiry, and Writing in the Disciplines
The Politics of Academic Knowledge—Anthropology’s Self-Examination
The Social Location and Purposes of Academic Writing—Sociology’s Rhetoric
The Rhetoric of Economics and the Rhetoric of Inquiry
Scientific Knowledge as Humanly Written—Science Studies
Rhetoric of Science
Writing and Language Focused Approaches to Writing in the Disciplines
7 On-Going Concerns: The Particularity of Disciplinary Discourses
Unity vs. Particularity
Genre and Activity Theories
Intertextuality
8 On-Going Concerns: The Place of Students in Disciplinary Discourses
Student Orientation toward Disciplinary Assignments
Domination, Participation, and Agency 
Part III. Practical Guidelines
9 New Programmatic Directions
Coordinating with Other Campus Resources
Writing Intensive Courses
Writing intensive courses are an institutional method of putting greater stress on student writing throughout a greater range of courses and of providing support for student writing in those courses. Typically a number of general education and/or more advanced courses in the major are designated writing intensive, writing enhanced, or writing in the major. These courses, then, are required to assign at least a certain amount of writing and count that writing as a significant component of the grade. Typically students must then complete a certain number of those courses in order to graduate.
Writing Centers
Peer Tutors and Writing Fellows
English as a Second Language in a WAC Context
Enriching Student Experiences
Interdisciplinary Learning Communities
Service Learning
Electronic Communication Across the Curriculum
10 Assessment in Writing Across the Curriculum
Assessment of Student Writing.
WAC Program Assessment and Evaluation
11 WAC Classroom Practices–For Further Reading
Mathematics
English, Literature and Language Arts
Psychology
Economics
History
Bibliography
About the Authors
Index for Print Edition


Preface
In editing this series of Reference Guides to Rhetoric and Composition I have been motivated by the need for the field of composition to synthesize the work of the last several decades of its professionalization. I have also wanted to gather the perspectives of people who have been deeply engaged in building this practical and research knowledge in each of its subfields to assess what we have learned.
I arrived in the profession via the City University of New York during the early years of the pioneering Open Admissions Policy, a few years before the first murmurings about Writing Across the Curriculum. This policy put the issue of what writing skills were necessary for college success front and center to those teaching writing. The nontraditional students we taught were frequently basic writers, and we needed to help them develop quickly and in a focused manner sufficient writing competence to deal with the demands of higher education. What that competence was, however, was under-defined and under-studied. There was virtually no understanding of what, if anything, distinguished academic writing from other forms of writing, particularly literary writing and popular journalism. A number of us, urged by Mina Shaughnessy, started probing this issue.
When we first caught wind of the writing across the curriculum movement being born in other regions, we immediately saw the great value of this. I remember a contingent of us heading down the New Jersey Turnpike in Spring of 1978 to the Delaware Valley Writing Conference with the theme of Writing Across the Curriculum run by Elaine Maimon at Beaver College, just outside Philadelphia. From my perspective, this seemed exactly what we needed to begin to understand what academic writing was, how it varied across disciplines, and how work in various disciplines supported the development of academic writing or penalized the lack of it. While WAC had great force as a programmatic and practical endeavor, it also created the need for research into writing in the disciplines at both a professional and classroom level.
Over a quarter of a century later, we hav